CHALLENGES IN THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE CURRICULUM: EVIDENCE FROM CHIPATA DISTRICT, ZAMBIA

The integration of Information and Communication Technology (ICT) into the education curriculum has become a strategic priority in many developing countries. However, successful implementation remains constrained by structural, institutional, and human resource challenges. This study investigated the challenges affecting the implementation of ICT in the curriculum in selected primary and secondary schools in Chipata District, Eastern Province of Zambia. A descriptive survey design employing both quantitative and qualitative approaches was used. The study sample comprised 64 respondents, including head teachers, ICT teachers, and learners from four public schools. Data were collected through questionnaires, interviews, and focused group discussions and analyzed using descriptive statistics and content analysis. Findings revealed that although ICT had been introduced in all sampled schools, implementation effectiveness was significantly hindered by inadequate infrastructure, shortage of trained ICT teachers, high computer–pupil ratios, limited ICT textbooks, and poor technical support systems. The study further established that most ICT instruction was theoretical due to insufficient practical facilities. Recommendations include government provision of grants for ICT infrastructure, expedited recruitment of qualified ICT teachers, structured in-service training programs, and enhanced administrative support. The study contributes to policy discourse on digital curriculum reform in resource-constrained educational contexts.